A meta-analysis of the five-factor model of personality and academic performance.
Level 1 - systematic review of randomized trials
Meta-analysis of observational studies; graded Level 1 by non-clinical design analogy.
PubMed 19254083 · doi:10.1037/a0014996
What was done
A meta-analysis evaluated the relationships between the Five-Factor Model of personality and academic performance across primary, secondary, and tertiary educational levels. The authors also tested for moderator effects, specifically examining participant age, academic level, and their interaction, as well as whether personality traits (notably Conscientiousness) predicted performance independently of intelligence.
What was found
Across cumulative sample sizes exceeding 70,000 participants, academic performance correlated significantly with Agreeableness, Conscientiousness, and Openness (specific correlation values are not reported in the abstract). Where evaluated, the correlation between Conscientiousness and academic performance was largely independent of intelligence. After controlling for secondary academic performance, Conscientiousness contributed as much to predicting tertiary academic performance as intelligence did. Academic level, average participant age, and their interaction were significant moderators of these correlations.
Why it matters
This review establishes that personality traits, particularly Conscientiousness, are major predictors of academic success across educational stages, matching the predictive contribution of cognitive ability at the tertiary level.
Limits
The abstract does not provide exact correlation coefficients, confidence intervals, or the total number of included studies. Primary education was underrepresented relative to secondary and tertiary levels. Because the source studies are correlational and observational, causal mechanisms cannot be definitively established from these data alone.
Cited by
- supports High IQ combined with high conscientiousness on the Big Five personality traits are the primary individual predictors of student success in traditional education.